Research on the use of virtual reality (VR) for individuals with autism lacks design precedent and theoretical guidance. Further, research in this area often fails to include participants in the design of interventions. This paper seeks to address these gaps. A proof-of-concept adaptive skills intervention for adults on the autism spectrum was developed to promote safe and appropriate utilization of public transportation. Grounded in theories of complexity and generalization, technological and pedagogical scaffolds were designed in a staged manner and gradually faded to promote acquisition and generalization of target skills. A constellation of technologies was employed, including 360-degree video and headset-based VR. A multi-phase usage study was conducted to evaluate the efficiency and appeal of the prototype intervention so as to reveal design flaws and uncover opportunities to improve the overall learner experience. Findings are presented from the perspectives of expert testers (n = 4) and participant testers with autism (n = 5). Results suggest a largely positive learner experience and that the intervention is feasible and relevant to the unique needs of the target population. Implications are presented from the perspective of Roger's adoption characteristics.

对自闭症患者使用虚拟现实 (VR) 的研究缺乏设计先例和理论指导。此外，该领域的研究往往未能将参与者纳入干预措施的设计中。本文旨在解决这些差距。开发了针对自闭症谱系成年人的概念验证适应性技能干预，以促进公共交通的安全和适当利用。以复杂性和泛化理论为基础，技术和教学支架分阶段设计并逐渐淡化，以促进目标技能的获得和泛化。采用了一系列技术，包括 360 度视频和基于头显的 VR。进行了多阶段使用研究以评估原型干预的效率和吸引力，以揭示设计缺陷并发现改善整体学习者体验的机会。结果是从专家测试人员 (n = 4) 和患有自闭症的参与者测试人员 (n = 5) 的角度呈现的。结果表明，学习者的体验在很大程度上是积极的，干预是可行的，并且与目标人群的独特需求相关。从罗杰的采用特征的角度提出了含义。结果表明，学习者的体验在很大程度上是积极的，干预是可行的，并且与目标人群的独特需求相关。从罗杰的采用特征的角度提出了含义。结果表明，学习者的体验在很大程度上是积极的，干预是可行的，并且与目标人群的独特需求相关。从罗杰的采用特征的角度提出了含义。